TEACHING SEQUENCE PLANNING FORM Title of your teaching sequence: Let's present our human reproduction models! Name: Carolina Gálvez Santos School: Escola Collserola – Cerdanyola del Vallès Grade Level(s): 6th graders *Subject(s): Science & Language *If you are planning a cross-disciplinary mini-project, indicate all the areas involved THE BIG PICTURE
Summary of the teaching sequence (two to three paragraphs)
This teaching sequence (TS) is a continuation of Practicum IV. It is the follow-up of combined tasks and activities related to puberty and the human reproductive system. A few months ago, pupils of three 6th graders classrooms created distinct models to represent the process of human reproduction. Initially, this outcome had to be presented to an English teacher and researcher, who had asked them for help with one of the studies he was working on. Nevertheless, since the timing of the sessions was very compact, I decided to postpone this part and implement it thoroughly during Practicum V.
Therefore, this TS aims at completing the previous one. Learners will make a video recording of themselves explaining, in English, the human reproduction process by the aid of the models they built previously. Certainly, English is the target language to be used both in the video and throughout the sessions, which will take place in Science classes. Their work will be uploaded to the school blog.
The main TS goals are, on one hand, communicating in English successfully and on the other hand, consolidating the concepts pupils learnt about human reproduction. Likewise, pupils will be asked to work collaboratively. It goes far beyond its benefits for kids’ learning. Indeed, it deals with minimising the difficulties they experienced in the previous practicum while working peers-to-peers. Needless to say, the expected troubleshooting pupils will have to deal with: Speaking in a foreign language is not an easy challenge.
(Having a plan B for each session is taken into account: All the videos are printed in different slides in a Power Point file, just in case of having technical problems, such as internet connection)
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TEACHING SEQUENCE PLANNING FORM List of each session (main activities to show sequence progression) Week 1
Title: “Collaborative work. What does it mean?”
Organising group working o Watching a video about collaborative learning twice and filling in an individual template (oral comprehension). o Speaking activity: Gathering information: What did you understand? o Speaking activity: Deciding on roles in the group: Expressing preferences, likes and dislikes.
Week 2
Title: “Human reproduction. What we need to know”
Creating a glossary o Watching a video about human reproduction twice and filling in an individual template (oral comprehension): Identified words “Words I do not understand” o Speaking activity: Sharing and gathering information (group working) Comparing information Spelling checking + Discovering new vocabulary by using Tagul and dictionaries (on-line and on paper)
Week 3
Title: “Preparing our presentations I. Thinking out loud”
Previous knowledge about preparing presentations o Speaking activity (Teacher – Pupils interaction) What do we know: What to say? / Body language
Making the difference between good and bad presentations o Watching a video (oral comprehension) + Taking notes (individual activity) o Speaking activity (group working) Sharing information Filling in a template
Focusing on different strategies to act in front of a camera o Speaking activity (Teacher-Pupils interaction)
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TEACHING SEQUENCE PLANNING FORM
Week 4
Title: “Preparing our presentations II. Getting started”
Structuring our presentation o Speaking activity (group working) Making proposals: In pairs, organising the presentation Sharing ideas and decision making (the whole group) Filling in a template: Turn-taking, content choice, creative ideas to make the difference, etc.
Week 5
Title: “Preparing our presentations III. Script 2nd draft”
Writing the first draft (group working)
Week 6
Title: “Preparing our presentations IV. Final script”
Writing the final draft (group working)
Preparing strategies (flashcards, scenery)
Week 7
Title: “Preparing our presentations V. Rehearsing”
Speaking activity: Rehearse, rehearse and rehearse.
Week 8
Title: “Preparing our presentations VI. Recording”
Speaking activity: Rehearse, rehearse and rehearse (1/2 groups)
Week 9
Title: “Presenting our work”
Watching the video creations o Peers’ assessment rubric (language and content comprehension + creativeness + body language)
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TEACHING SEQUENCE PLANNING FORM Identify the main learning outcomes in this teaching sequence (Major SWBATs; minimum 2, maximum 5. These should be coherently linked to the SWBATs mentioned in each lesson)
Pupils will be able to understand different documentaries on human reproduction. In addition, they will be able to interact with their peers by using a specific lexicon about this topic.
Likewise, learners will be able to make a short oral presentation about human reproduction, which will be recorded and edited to be sent to an English teacher (an explanatory and descriptive text will be written beforehand).
Pupils will be able to improve their speaking skills in English, since they are supposed to interact with their peers by using this language throughout the TS: The teacher will provide them with support materials, not only as regards to human reproduction content but also regarding daily use expressions, such giving opinion.
Finally, as regards to the regulation of the tasks, negotiation of roles and the use of pragmatically appropriate language, pupils will be able to develop personal and social skills to get the tasks done, since they are going to work in collaboratively groups.
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TEACHING SEQUENCE PLANNING FORM
THE COLLAGE
Under the microscope: Describe in detail each session (repeat this template as needed) Session:
FIRST WEEK
Collaborative work. What does it mean?”
Organising group working o Watching a video about collaborative learning (twice) and filling in an individual template (oral comprehension).
Principal activities (summary)
o Speaking activity: Gathering information: What did you understand? o Speaking activity: Deciding
on
roles
in
the
group:
Expressing
preferences, likes and dislikes SWBATs of the lesson (minimum 1)
To get deep knowledge about collaborative learning –both content & language.
To improve their speaking skills about expressing preferences.
To review past simple tense.
o “I like – I don’t like” Previous language knowledge needed
o “I think that…”
Other knowledge needed
o Past simple tense (grammar rules)
o “What did you understand?” – I understood…”
“Collaborative learning” meaning: - Characteristics (content): respecting others’ opinions, sharing ideas, listening to our peers, role functions, etc.
New knowledge/language to be introduced
- Specific vocabulary (language): Group organiser, problem solver, recorder, time keeper, voice controller, speaker, material manager Expressing preferences: “I would like to be…because…”
Specific Output (if any)
A summarising poster per group to state the main characteristics of collaborative learning.
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TEACHING SEQUENCE PLANNING FORM
How it will be assessed*
Teacher’s assessment rubric: “Poster content & language” (1 per group) Peers’ and self-assessment: “Collaborative learning” + English language use.
2. Preparation
Teacher Materials
Powtoon video / Voki + Power Point (Main characteristics of Collaborative learning + Possible roles) STOP signal (classroom management: reflection time) Individual template to fill in: Listening - Activity 1 Group roles: Speaking – Activity 2
Student Materials
Support materials: Roles cards + flashcards with the linguistic structures to be used (projected on the Whiteboard too) Peers’ and self-assessment rubrics Coloured cardboards (1 per group), felt-tip pens
Special circumstances (computer lab, playground)
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Preparation needed outside of ordinary class
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3. The lesson plan Time: 8’
Introduction to the TS: Objectives + Group working + Final output
Lesson Procedure
+ Presenting the planning for this session
Introduction
Good morning/afternoon everybody. I’m very glad to stay here again. Do you remember that we still have a pending issue regarding human reproduction unit, don’t you? Do you remember Sean? The English teacher and researcher? Yes? A few months ago, we agreed we would send him a presentation about the human reproduction process. Right? So, our objective is to make a video-recording of yourselves explaining it in English by using the models you built previously. Do you understand? If not, please, say “Carol, I don’t understand”, and I’ll explain it again, yes? Thumbs up? Or down? Up? Perfect! We’re going to work in groups (the same groups we did before). And we’re going to speak in English. IN ENGLISH, yes?
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TEACHING SEQUENCE PLANNING FORM The most important objectives of this unit are, on one hand, to communicate in English and, on the other hand, to improve collaborative work. Do you understand ‘improve’? To do it better. Yes? Today, we’re going to watch a video about collaborative work. So, please, make groups before watching the video. Please, don’t make noise. Keep calm. Time: 7’
Listening:
Audio-visual presentation about collaborative learning. Pupils watch a video twice and, individually, take notes on a template provided by the teacher. They are supposed to identify the main characteristics of collaborative work, i.e. respecting others’ opinions, sharing ideas, listening to their peers, etc.
Speaking:
Time: 15’
Gathering information: What did you understand?
In groups, sharing everyone’s notes and comparing them. Since pupils will not have already decided on their individual roles, in Collaborative work. What does it mean?
this occasion, it is the teacher who leads the interaction of the groups. The teacher gives each learner a card with a number (“Pupil 1”, “Pupil 2”, “Pupil 3”, “Pupil 4”, “Pupil 5”). He/she
(Individual work, group work: pupils interaction)
becomes a model by showing the learners how the leader of the group will have to assign turns in next speaking situations: Modelling: (Teacher talk) T: I am the leader today, so I am going to organise the speaking time. Student 1, please, What did you understand? S: I understood that... T: Look at the whiteboard. You have here the structures I want you to use when you speak, ok? I am going to give you a copy for each group too. Please, look at the flashcard and use the structures that appear on it. Let’s take a look at them. The leader asks “What did you understand?” Remember the past simple tense. You use the auxiliary DID and the verb in the present simple. And, be careful! Pay attention! When you answer the question, you have to use ONLY the verb in the past simple tense, without DID. NO DID in the answer, only the verb in the past ‘understood’. Are you with me? Thumbs up? Or thumbs down? So, you are going to answer: ‘I understood’, not ‘I understand’, yes or not? Please, ask me if you do not understand, right?”
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TEACHING SEQUENCE PLANNING FORM Pupil number 1 starts explaining his/her ideas. The rest of the group listens carefully and puts a check mark ( ) in each idea (sentence) that coincides with those said by pupil number 1. When pupil number 1 finishes explaining his/her ideas, he/she asks the same question to pupil number 2, for example: Imagine Iago is the pupil number 1. When he is finished, he will say to pupil number 2: “What did you understand, Ariadna?” (Ariadna being pupil number 2). Ariadna will answer “I understood that blablabla”. While Ariadna is speaking, the members of the group do the same, that is to say to listen carefully and check if they had the same ideas than Ariadna. When Ariadna finishes speaking, she will answer the same question to pupil number three and so on. Is it clear? Is it clear for everybody? Sure? Ok, then, let’s start doing the activity. When all the members in the group finish speaking, you start comparing everyone’s ideas. It should be easy since you are supposed to have marked the principles you coincide with. If there are any other ideas, you comment on them and decide on whether they are correct or not. (We can do an example with one group in order for the pupils to understand the dynamics) Time: 8’
Writing:
Writing down the main characteristics of collaborative learning in a cardboard in order for them to keep it
Creating our poster about Collaborative work (Pupils interaction)
throughout the TS. Ok! Now you know the main characteristics of collaborative learning, let’s going to transcribe them. We’re going to do a kind of poster/flashcard you will keep on your table during the TS. As you haven’t decided your roles yet, I want you to take a felt-tip, each one a different colour. Please, write a characteristic down each one. One writes, the rest verify! No spelling mistakes. Speaking: Time: 12’
Expressing preferences, likes and dislikes Pupils number from 1 to 5 their preferences for different
Deciding on roles in
proposed roles (individual activity). Afterwards, they
the group
justify their decision and, finally, comment them with their peers. Finally, they decide on the roles for next
(Individual, Pupils interaction)
session. Now, we’re going to do another activity. Please, read and answer individually the left part of this grid. Think about what role you prefer to be in the next session and why. Explain it to your peers. After that, decide on the roles of each member of the group and
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TEACHING SEQUENCE PLANNING FORM write your names down on the right part of the grid. Finally, sign your contract of Collaborative work. Please, bear in mind that the roles will rotate each week. Time: 10’
Peers’ and self-assessment: “Collaborative learning” + English language use.
Teacher’s assessment rubric: “Poster content & language” (1 per group) Pupils will hand-in their posters to the teacher. She will
Closure/Conclusion
correct them paying special attention to the content related to Collaborative learning as well as to the language used. Also, they will be asked to evaluate their mates regarding both their social skills and their use of English language throughout the session.
Session:
SECOND WEEK
“Human reproduction. What we need to know”
Creating a glossary o Watching a video about human reproduction twice and filling in an individual template (oral comprehension): Identified words
Principal activities (summary)
“Words I do not understand” o Speaking activity: Sharing and gathering information (group working) Comparing information Spelling checking + Discovering new vocabulary by using Tagul and dictionaries (on-line and on paper)
To consolidate previous knowledge about the human reproduction process.
SWBATs of the lesson (minimum 1)
Previous language knowledge needed
o Concepts about the human reproduction.
To improve their speaking (lexicon and language structures) and social skills (collaborative learning).
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TEACHING SEQUENCE PLANNING FORM o “I think that… / I agree – disagree with you” o “How do you write…?”
Other knowledge needed
New knowledge/language to be introduced
Human reproduction jargon.
Specific Output (if any)
Content learnt throughout the previous TS
A glossary with the main concepts regarding the human reproduction process.
How it will be assessed*
The teacher will correct the glossary Peers’ and self-assessment: “Collaborative learning” + English language use.
2. Preparation
Video about human reproduction (BBC) Teacher Materials
A Tagul creation with the most important jargon STOP signal (classroom management: reflection time)
Glossary to fill in: A list of Catalan concepts to be translated into English – Activity 3 Support materials: Role identification cards + flashcards with the Student Materials
linguistic structures to be used (projected on the Whiteboard too) Peers’ and self-assessment rubrics Dictionaries (on paper) A computer (on-line dictionaries)
Special circumstances (computer lab, playground)
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Preparation needed outside of ordinary class
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Lesson Procedure
3. The lesson plan Time: 10’ Introduction
-
Revision of the main characteristics of Collaborative working.
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TEACHING SEQUENCE PLANNING FORM -
Presenting the planning for this session
Good morning/afternoon everybody. First of all, is there anyone who can explain to us what we did last week? (I expect someone who answers). Are there any doubts regarding Collaborative work? Is everything clear? Yes? So, (X) can you tell me two characteristics of collaborative working?(In case of having difficulties to answer the question, his/her classmates will help). Perfect! I need a brave boy or a brave girl who tells me one or two more features about working collaboratively. (Y) Do you want to try? I’ll help you. Good! Today, we’re going to create a glossary containing the main words you need to know about human reproduction. We’ll see a video and afterwards, you will share (remember “share”) the information in pairs and after that, with the whole group. Time: 15’
Listening:
Audio-visual presentation about human reproduction. Pupils watch a video twice and, individually, take notes on a template provided by the teacher. They are supposed to identify the words that look like similar.
Watching a video, Taking notes (Individual work)
I give you a list with Catalan words. You have to translate them into English. How are you going to translate them? Firstly, we’re going to see a video twice. “Do you understand ‘twice’?” Is there anyone who can explain the meaning in English? Try to say it in another way (‘two times’). You have to note the words you identify, you understand, you recognise. For the moment, don’t worry too much if there are spelling mistakes, if you don’t write some words correctly. What it’s important is to identify the English word. Do it individually, ok? Are there any questions? Ok! There we go! (First watching). Now, the second time. Look for the words you don’t understand. Write them as you can (Second watching). Was it better? Let’s see. Speaking: Time: 20’
Creating our glossary
(Pupils interaction: firstly by pairs, afterwards the whole group)
Hand-out identification roles cards, as agreed in the previous session. Gathering information: What did you understand? In pairs, learners compare their results with the help of the support materials (10 minutes): flashcards, on-line dictionaries and on paper ones. Afterwards, the whole
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TEACHING SEQUENCE PLANNING FORM group shares information (4-5 classmates). Comparing information Spelling checking + Discovering new vocabulary by using Tagul Good! How many words missing? Compare with your partner (in pairs) the words you have. Use the flashcards you have on your table. They are also on the Whiteboard. Remember, you have to talk in English. You’re going to be assessed at the end of the class! For example, you can say: “I think ‘ovari’ is ‘ovary’ in English. What do you think?” And your partner can answer “I agree with you” or “I don’t agree with you”. You can say too “I heard ‘reproduction’. How do you write ‘reproduction’? Do you understand? Ten minutes. Ok. Stop. How was it? Any problems? What you have to do now is to make sure the words you’ve written are correct. We are going to use Tagul tool to check the vocabulary. The recorder of group number 1. Can you come here, please? Can you point to the different words on the screen please? (Pupils will be able to check their vocabulary and to modify it if necessary). After 5 words checked, the teacher calls another recorder (group 2, 3, 4, etc.) Time: 15’
Peers’ and self-assessment: “Collaborative learning” + English language use.
Teacher’s assessment: Glossaries Pupils will hand-in their glossaries to the teacher. She will
Closure/Conclusion
correct them. Kids will be asked to evaluate their mates regarding both their social skills and their use of English language throughout the session.
Session: Principal activities (summary)
THIRD WEEK
Title: “Preparing our presentations I. Thinking out loud”
Previous knowledge about preparing presentations
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TEACHING SEQUENCE PLANNING FORM o Speaking activity (Teacher – Pupils interaction) What do we know: What to say? / Body language
Making the difference between good and bad presentations o Watching a video (oral comprehension) + Taking notes (individual activity) o Speaking activity (group working) Sharing information Filling in a template
Focusing on different strategies to act in front of a camera o Speaking activity (Teacher-Pupils interaction)
To distinguish between good and bad presentations.
SWBATs of the lesson (minimum 1)
To start thinking about different strategies to create good presentations
Previous language knowledge needed
o How to present ourselves
(language + content + body language)
o How to introduce a topic
Other knowledge needed
-----
New knowledge/language to be introduced
Social skills in presentations / Formal language Expressions to introduce different topics Body language
Specific Output (if any)
Filling a template: Sequence of actions + How we do them (Linguistic structures) + Strategies to remember – memorise the “script”.
How it will be assessed*
Peers’ and self-assessment: “Collaborative learning” + English language use.
2. Preparation
Teacher Materials
Support material: Expressions to use while interacting with our peers (projected on the whiteboard) STOP signal (classroom management: reflection time)
Student Materials
Individual template to fill in.
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TEACHING SEQUENCE PLANNING FORM Support materials: Roles cards + flashcards with the linguistic structures to be used (projected on the whiteboard too) Peers’ and self-assessment rubric Special circumstances (computer lab, playground)
------
Preparation needed outside of ordinary class
------
3. The lesson plan Time: 5’
Presenting the planning for this session Introduction
Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session? Today, we’re going to start preparing our presentations: How we present ourselves? What things are we going to present? How are we going to do it? Which strategies are we going to use? Time: 20’
Speaking: Previous knowledge The teacher asks the pupils different questions to check their previous knowledge about presenting themselves, introducing a Lesson Procedure
topic, etc. (What to say? + Body language). The teacher writes their statements on the blackboard in order for them to make deductions and compile some possible structures to use in their presentations. Presenting ourselves (Teacher- pupils interaction)
T: “When you appear in a video, “What is the first thing to do?” S: To present ourselves. T: “What do you say to present yourselves?” “What is the first thing you say?” S: Hello / Good morning – afternoon (but if we are going to do a video, we are going to say “Hello”, we do not know if Sean is going to see the video in the morning or in the afternoon) S: Hello. I’m Sergio. Hello I’m Judith. I’m….. We are the group X. T: Ok! And the second thing? S: To present the product. T: Perfect! We say what we are going to do AND, very important, we need to know how we are going to do it. And the next thing? If we are going to explain human reproduction, we need something you did two months ago. S: To show the model and explain what it is represented on it. T: Excellent! You can start now sharing ideas with your mates (firstly, in pairs) And, finally, please, think about some strategies
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TEACHING SEQUENCE PLANNING FORM to remember what you’re going to say during the video-recording. Don’t forget to speak in English as much as possible!!! Respect your roles. Don’t forget to swap them! Scaffolding will be provided by projecting on the whiteboard the expressions they have to use to interact with their mates. Writing: Filling in a template
Time: 25’
The kids will have to fill in a template provided by the teacher: “Things to do:” / “How we do them (Structures-sentences)” / Presenting ourselves
“Mnemonic resources: Strategies to remember what we have to say during the recording; thinking about making some flashcards
(pupils interaction – Collaborative work)
with the main words, expressions they are going to use (While 1 or 2 pupils are speaking and pointing to the model, the other learners in the group are behind the camera, showing them these flashcards – like a script, a cheat sheet). Time: 10’
T: In the next session, you’re going to work in groups to write down your “script” draft. Closure/Conclusion
Peers’ and self-assessment: “Collaborative learning” + English language use.
Teacher’s assessment rubric: “Record the students (mobile phones?)”
Session:
FOURTH WEEK
Title: “Preparing our presentations II. Getting started”
Structuring our presentation o Speaking activity (group working)
Principal activities (summary)
Making proposals: In pairs, organising the presentation Sharing ideas and decision making (the whole group) Filling in a template: Turn-taking, content choice, creative ideas to make the difference, etc. Sharing information
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TEACHING SEQUENCE PLANNING FORM Filling in a template
Focusing on different strategies to act in front of a camera o Speaking activity (Teacher-Pupils interaction)
This activity is the folow-up of the previous one. Pupils will be asked to develop their creativeness as regards to the way they are going to present the video. SWBATs of the lesson (minimum 1)
to appear and stablishing turn-taking.
Previous language knowledge needed
-----
Other knowledge needed
New knowledge/language to be introduced
Specific Output (if any)
How it will be assessed*
To structure their presentations by focusing on the content that is going
---- Social skills in presentations / Formal language Expressions to introduce different topics Body language (the same as in the previous session)
First draft of their video-recording script.
Peers’ and self-assessment: “Collaborative learning” + English language use.
2. Preparation
Teacher Materials
Support material: Expressions to use while interacting with our peers (projected on the whiteboard) STOP signal (classroom management: reflection time) Individual template to fill in.
Student Materials
Support materials: Roles cards + flashcards with the linguistic structures to be used (projected on the whiteboard too) Peers’ and self-assessment rubric
Special circumstances (computer lab, playground)
------
Preparation needed outside of ordinary class
------
Less on Proc edur e
3. The lesson plan Introduction
Presenting the planning for this session
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Time: 10’
TEACHING SEQUENCE PLANNING FORM Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session? Today, we’re going to continue organising our video-recording. You’re going to do your first draft. Time: 20’
Speaking: Organising turn-taking Developing creativeness.
and
content
choice.
Organising our
Pupils are expected to become more autonomous. Scaffolding will
video-recording
be provided by projecting on the whiteboard the expressions they have to use to interact with their mates.
(Pupils interaction)
First ten minutes: Working in pairs. Making proposals. Ten minutes more: Sharing ideas (whole group).
Examples of other presentations
Watching different videos and some CMC tools
Time: 10’
The teacher will provide the learners with different examples of creative video-recordings as well as motivating tools in order to
(Teacher-pupils interaction)
create an amazing presentation (the same kind of presentation is
Organising our
Speaking:
video-recording
Ten more minutes to decide if they’re going to change their first
not allowed in the same classroom. We ask for variety). Time: 10’
idea. (Pupils interaction) Time: 10’
Closure/Conclusion
Peers’ and self-assessment: “Collaborative learning” + English language use.
Teacher’s assessment rubric: “Record the students (mobile phones?)”
Session:
FIFTH WEEK
Title: “Preparing our presentations II. Getting started” Principal activities (summary)
Structuring our presentation o Speaking activity (group working) Making proposals: In pairs, organising the presentation Sharing ideas and decision making (the whole group)
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TEACHING SEQUENCE PLANNING FORM Filling in a template: Turn-taking, content choice, creative ideas to make the difference, etc. Sharing information Filling in a template
Focusing on different strategies to act in front of a camera o Speaking activity (Teacher-Pupils interaction)
This activity is the folow-up of the previous one. Pupils will be asked to develop their creativeness as regards to the way they are going to present the video. SWBATs of the lesson (minimum 1)
to appear and stablishing turn-taking.
Previous language knowledge needed
-----
Other knowledge needed
New knowledge/language to be introduced
Specific Output (if any)
How it will be assessed*
To structure their presentations by focusing on the content that is going
---- Social skills in presentations / Formal language Expressions to introduce different topics Body language (the same as in the previous session)
First draft of their video-recording script.
Peers’ and self-assessment: “Collaborative learning” + English language use.
2. Preparation
Teacher Materials
Support material: Expressions to use while interacting with our peers (projected on the whiteboard) STOP signal (classroom management: reflection time) Individual template to fill in.
Student Materials
Support materials: Roles cards + flashcards with the linguistic structures to be used (projected on the whiteboard too) Peers’ and self-assessment rubric
Special circumstances (computer lab, playground)
------
Preparation needed outside of ordinary class
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TEACHING SEQUENCE PLANNING FORM -----3. The lesson plan Time: 10’
Presenting the planning for this session
Introduction
Good morning/afternoon everybody. How are you today? Do you have any comments or doubts about the last session? Today, we’re going to continue organising our video-recording. You’re going to do your first draft. Time: 20’
Speaking: Organising turn-taking Developing creativeness.
and
content
choice.
Organising our
Pupils are expected to become more autonomous. Scaffolding will
video-recording
be provided by projecting on the whiteboard the expressions they have to use to interact with their mates.
Lesson Procedure
(Pupils interaction)
First ten minutes: Working in pairs. Making proposals. Ten minutes more: Sharing ideas (whole group).
Examples of other presentations
Watching different videos and some CMC tools
Time: 10’
The teacher will provide the learners with different examples of creative video-recordings as well as motivating tools in order to
(Teacher-pupils interaction)
create an amazing presentation (the same kind of presentation is
Organising our
Speaking:
video-recording
Ten more minutes to decide if they’re going to change their first
not allowed in the same classroom. We ask for variety). Time: 10’
idea. (Pupils interaction) Time: 10’
Closure/Conclusion
Peers’ and self-assessment: “Collaborative learning” + English language use.
Teacher’s assessment rubric: “Record the students (mobile phones?)”
FEEDBACK IS WELCOME: I am not sure about the next session. I think it is very repetitive; always the same. I think they are going to get bored. Any ideas?
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TEACHING SEQUENCE PLANNING FORM Week 5
Title: “Preparing our presentations III. Script 2nd draft”
Writing the first draft (group working)
Week 6
Title: “Preparing our presentations IV. Final script”
Writing the final draft (group working)
Preparing strategies (flashcards, scenery)
Week 7
Title: “Preparing our presentations V. Rehearsing”
Speaking activity: Rehearse, rehearse and rehearse.
Week 8
Title: “Preparing our presentations VI. Recording”
Speaking activity: Rehearse, rehearse and rehearse (1/2 groups)
Week 9
Title: “Presenting our work”
Watching the video creations o Peers’ assessment rubric (language and content comprehension + creativeness + body language)
Assessment Outline: Define the products & artefacts at different stages for the teaching sequence:
Early in the teaching sequence:
Previous knowledge about preparing presentations (third week)
During the teaching sequence:
What the pupils remember about collaborative learning (done in the previous session) Peer and self-assessment (at each session)
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TEACHING SEQUENCE PLANNING FORM End of the teaching sequence: 
Video-recordings about human reproduction: Content-rich presentations, English language use and originality will be evaluated both by the peers and the teacher.
ANNEX
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TEACHING SEQUENCE PLANNING FORM
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TEACHING SEQUENCE PLANNING FORM
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